Teacher qualities administrators consider in appraising teachers

• Main Author: Dajao, Catalina N.
• Format: text
• Language: English
• Published: Animo Repository 1977
• Subjects: Teachers > Selection and appointment; School discipline > Case studies; Libagon Academy (Philippines) > Faculty; Educational Administration and Supervision
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/443
• Institution: De La Salle University

v. 1. This study surveyed the characteristics or qualities of teachers that administrators consider in appraising teachers in service. It also surveyed if the length of teaching and administrative experiences of administrators will affect their perceptions of teacher qualities. The data were gathered through a questionnaire using the descriptive survey method of research. The survey shows that all mean ratings of the four categories have the equivalent of very important. The grand mean of the four categories, teaching skills, personal characteristics, professional qualifications and social relationships taken together showed 4.16, which is equivalent to very important. Then, a correlation was made between the administrators teaching as well as administrative experiences and their perception of teacher qualities using the Pearson Product-Moment of Correlation. Results of the computations for both teaching and administrative experiences were tested for significance at the .05 level using the table of values of r for different levels of significance as shown in Appendix G and H. The correlation coefficient between administrators teaching experience and their perception of teacher qualities was found to be not significant at the .05 level. Also, the correlation coefficient between the administrators administrative experience and their perception of teacher qualities was found to be not significant at the .05 level. An administrator with one year teaching experience or with one-year administrative experience would not have a different perception from an administrator with more years of teaching or administrative experience. v. 2. Since the founding of Libangon Academy and its silver jubilee had been celebrated, it has no definite guidebook to enunciate and clarify its policies and procedures. Petty conflicts almost turned to clashes between teachers and also with students due to confusion and no delineation of functions. The writer, conscious that without a faculty handbook in a school will mean mismanagement and disconcert in the whole instructional organization, formulated one. She enriched her past experiences and personal observations about educational problems and school management from varied sources: project papers, theses and books. The schools traditions: unwritten practices and policies, information from seasoned faculty members and verbal inquiry from other administrators, were the also the sources of data gathered in this study. In addition to this, a clearly defined right, privileges and benefits of faculty members aside from the duties and responsibilities, were provided in the proposed handbook. This paper attempts to answer the problems : 1) How can a functional faculty handbook improve the organization of the school? 2) In what way can a compendium of guidelines and policies, the delineations of functions, roles, duties and responsibilities help solve the problems of the school administration? 3) How will a functional handbook help to clarify the school environment? 4) Can a well-defined school environment help minimize/prevent conflicts and frictions in human and professional relationships? St. Catherine Academy, a Catholic institution of learning was a well-known institution and vied for academic excellence with other neighboring high schools, in the first eight years of its existence. Upon the assumption of the principal, the schools discipline has gone to the rocks. School policies were disregarded for the principal had no convictions and could not go against the biased decisions of the president of the Board of Trustees. In addition to this is the threat to the integrity of the school upon entering of a transferee, Leo Diez, Jr. a nephew of the president of the board. To exclude or to allow Leo Diez, Jr., to graduate, was the dilemma, which besets the principal. The principal believes that his gross misconduct had to be given an equal punishment to bolster the morale of the school. On the latter part of the paper, the writer in solution to the problem, provided some alternative.